Introduction

From helping bring new babies into the world to reviving patients in the ER, nurses work in every corner of the health care profession, caring for people across their lifespan

Program Overview

Fulfill one of society’s greatest needs

Nurses assess health problems, develop plans for patient care and educate patients on disease prevention. With an expected shortfall of 1 million nurses by 2020, and nurses absorbing more responsibilities, career opportunities have never been greater. Nurses are in demand not only in acute care and primary care settings, but also in new and growing  fields, such as nursing informatics, which involves using patient data to improve the quality of care. 

You’ll experience diverse health care settings working with over 300 clinical affiliates in hospitals, clinics, schools, private practices and home health agencies. Through our study abroad trips designed for graduate and undergraduate students, you’ll work with other health disciplines to increase your awareness of international health issues.

Our program prepares you to be an integral member of the health care team and a transformational leader in the field. You’ll graduate with the knowledge and expertise to start your career, or to advance your education with a master’s or doctor of nursing practice degree.

Nursing student Sophia Dee '17 checks blood pressure during Quinnipiac's annual Falls Prevention Day at the Center for Medicine, Nursing and Health Sciences on the university's North Haven Campus.

Strengthening communities

Nursing student Sophia Dee '17 checks blood pressure during Quinnipiac's annual Falls Prevention Day at the Center for Medicine, Nursing and Health Sciences on the university's North Haven Campus.

Student Spotlight: Ashley Darnsteadt ’18

Nursing student delivers newborn baby girl

The biggest test for Quinnipiac nursing student Ashley Darnsteadt ’18 didn’t occur in asimulation lab or even an emergency room. It happened when Darnsteadt, an EMT, responded to a late call about a woman going into labor in her own home. Her partner was inexperienced with childbirth, and eager to hand the reins over to the nurse in training.

Fresh off of her maternity rotations at Quinnipiac, the confident Darnsteadt rose to the occasion. Her training kicked in as she delivered the baby right on the woman’s bathroom floor, and prepared them both for transport to the nearest hospital.

“I always knew she’d make an excellent nurse,” said nursing professor Carol Connery. “This only confirms it.”

Now an RA in the Nursing Living-Learning Community (LLC), Darnsteadt’s experiences are a source of inspiration for other nursing students, and she is committed to providing support for them whenever and wherever she can.

Read the full story Living Learning Community
Ashley Darnsteadt '18, didn't hesitate when called upon to deliver a baby while working as an EMT.

Passing the test

Ashley Darnsteadt '18, didn't hesitate when called upon to deliver a baby while working as an EMT.

Photo of runners

A view from above of dozens of runners on a city street.

Making healthy strides

An aerial view of the New York City Marathon.

Alumni Spotlight: Mallory Robalino ’16

Dedicated care at the finish line

As thousands crossed the finish line at the 2017 New York City Marathon, alumna Mallory Robalino ’16, an emergency room nurse, and physical therapy student Seth Pachman ’16, DPT ’20, were on hand to help keep them safely on their feet. Robalino and Pachman volunteered their time and skills to the marathon’s medical team, and saw 1200 runners pass through their tent needing attention for hypothermia, dehydration, bleeding, muscle strains and other conditions.

“Quinnipiac prepared me with the tools to succeed in high-stress situations like this one,” said Robalino.

Both Robalino and Pachman view volunteering at such events as great ways to sharpen their skills while also giving back to the community.

“Volunteerism and the basic concept of helping others is woven in the fabric of Quinnipiac,” said Pachman. "And thus has shaped the person and professional that I am today.”

Student Spotlight: Rachel Fisher '19

The ultimate test — saving a man’s life

Rachel Fisher, ’19, always knew what she wanted to do with her life — be a nurse. What she didn’t know was how soon the knowledge she was acquiring at Quinnipiac would be put to the test outside of the classroom.

Fisher was originally drawn to Quinnipiac’s highly rated nursing program because of the advanced technological and practical resources she saw offered to students. She credits her hands-on nursing experiences gained from those resources with preparing her for success in the world outside of the classroom. She didn't realize how quickly those skills would be put to the test — to save a man's life.

One Thursday afternoon, the Pennsylvania native, having just finished an on-campus clinical experience about how to care for someone having a seizure, Fisher was driving to a meeting with her adviser when she spotted an emergency situation. 

Rachel Fisher smiles at the camera while she holds a computer and notebooks outside the library.

Learning lifesaving skills

Rachel Fisher '19 used the nursing skills she learned in the classroom to save a man's life while traveling between campuses.

“I saw a man lying on the side of the road, completely cyanotic and with visible head trauma,” she recalled. Still in her scrubs from her clinical, and with an extra pair of medical gloves in her pocket, she quickly parked her car and jumped into action.

Faculty Spotlight: Sheila Molony

At the forefront of Alzheimer’s research

Alzheimer’s Disease is the most common dementia type worldwide, with an estimated 5.5 million people living with Alzheimer’s dementia in the United States, including 200,000 with the young-onset variant of the disease. Still, it remains an under-recognized threat in public health.

Professor Sheila Molony, an authority on aging, geriatric care and dementia assessment, is helping to lead the national conversation about the issue. She is one of the 27 health care experts whose research comprised the Alzheimer’s Association’s 2018 Dementia Care Practice Recommendation Guidelines. Published in The Gerontologist, each of the 56 new recommendations for the diagnosis and care of Alzheimer’s dementia patients are framed around the idea of person-centered care.

“Person-centered care is an approach that conveys respect and seeks to understand the subjective experience of the person living with dementia,” Molony explained. “It is very consistent with our holistic philosophy here at the School of Nursing because it views persons with dementia as whole people.”

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Molony walks up the stairs to the Russell Senate Office Building.

Ascending the steps of power

Professor Sheila Molony walks up the stairs of the Russell Senate Office Building in Washington, D.C., where she and her fellow contributors presented the new recommendations before an audience of U.S. Senators and Dementia Advisory Council members.

Curriculum and Requirements

BS in Nursing Graduation Requirements

Foundations of Inquiry12
EN 101
Introduction to Academic Reading and Writing
EN 102
Academic Writing and Research
Freshman Year Seminar 101
Math Course (MA 275 or 206)
Disciplinary Inquiry (one course from each of the four Disciplinary Areas)13
BIO 101
General Biology I
Humanities
Social Sciences
Fine Arts
Personal Inquiry (3 additional courses from 3 different Disciplinary Areas)10
BIO 102
General Biology II
Humanities
Social Sciences
Fine Arts
Personal Inquiry II (9 additional credits from the Disciplinary Areas or UC Breadth Electives)9
Nursing Major Requirements16
BIO 211
Human Anatomy and Physiology I
BIO 211L
Human Anatomy and Physiology Lab I
BIO 212
Human Anatomy and Physiology II
BIO 212L
Human Anatomy and Physiology II Lab
Chemical Principles with Bological Applications with Lab
Microbiology and Pathology with Lab
Open Elective3
Integrative Capstone Experience3
Professional Component Nursing Courses61
NUR 300
Core Concepts in Nursing
NUR 302
Nursing Science and Information Literacy
NUR 306
Health Assessment
NUR 307
Core Nursing Practicum
NUR 318
Care of Women, Newborns and Families
NUR 320
Care of Children and Families
NUR 323
Women, Children and Families Practicum
NUR 324
Care of Adults with Complex Health Needs I
NUR 325
Adult Care Practicum I
NUR 326
Pathophysiology and Pharmacotherapy I
NUR 330L
Holistic Nursing Integration Lab I
NUR 340L
Holistic Nursing Integration Lab II
NUR 400
Psychiatric-Mental Health Nursing
NUR 401
Psychiatric-Mental Health Practicum
NUR 408
Research and Evidence-Based Nursing Practice
NUR 424
Care of Adults with Complex Health Needs II
NUR 425
Adult Care Practicum II
NUR 426
Pathophysiology and Pharmacotherapy II
NUR 428
Community and Public Health Nursing
NUR 429
Community and Public Health Nursing Practicum
NUR 430L
Holistic Nursing Integration Lab III
NUR 432
Contemporary Issues and Roles in Nursing
NUR 433
Capstone Practicum
NUR 450L
Holistic Nursing Integration and Transition Into Practice Lab
NUR 454
Nursing Capstone
Total Credits127

The curriculum for the professional component is subject to modification as deemed necessary by the nursing faculty to provide students with the most meaningful educational experience and to remain current with professional standards and guidelines.  Nursing courses must be taken in the sequence presented in the curriculum and students must successfully complete one semester before progressing to the next.  Initial placement in English and mathematics courses is determined by examination.

Graduates are eligible to take the NCLEX-RN® examination, and qualify for entry-level nursing positions or graduate study. Those students contemplating applying for graduate study in nursing at Quinnipiac should refer to the Graduate Studies section of the catalog.

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